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INDONESIA
Indonesian Journal of Curriculum and Educational Technology Studies
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25274597     DOI : https://doi.org/10.15294/jktp
Core Subject : Education,
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Indonesian Journal of Curriculum and Educational Technology Studies {IJCETS} publishes two major themes on educational technology and curriculum studies. Some sub-themes eligible for IJCETS are below.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
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Industry alignment in Japanese language vocational training in Indonesia Isnainun, Nur Septhalny; Budiyono, Budiyono; Yusuf, Amin
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 2 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i2.30706

Abstract

This study assesses the effectiveness of Japanese language training programmes within Indonesia’s vocational education system, with a focus on their alignment with labour market demands. As Japan faces workforce shortages, Indonesia has developed vocational language training to prepare candidates for employment abroad. Despite these initiatives, many programmes still prioritise grammar-based instruction over communicative and cultural competence. A descriptive, quantitative approach, utilising Likert-scale questionnaires, was complemented by semi-structured interviews and document analysis. The results indicate that, while institutional management and resources are adequate, curriculum relevance, practical communication skills, and collaboration with industry partners remain limited. The findings underscore the importance of revising curricula, enhancing teacher capabilities, and strengthening partnerships with Japanese employers to enhance employability outcomes. These implications extend to the broader development of Indonesia’s vocational education system, emphasising the need for responsive, industry-oriented training.
Improving English oral communication through multimodal learning strategies for secondary school students Ragab, Aya; Drajati, Nur Arifah; Eka Bhudi Santosa, Eka Bhudi
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 2 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i2.34324

Abstract

This report presents a conceptual framework for a multimodal learning platform designed to address critical educational needs in the 21st century: cultivating English speaking proficiency and instilling ethical digital citizenship. The proposed framework integrates visual, auditory, reading/writing, and kinesthetic instructional methods to create an engaging and inclusive learning environment. By leveraging the power of multimodal artificial intelligence (AI), the platform offers personalized, real-time feedback that promotes language acquisition and encourages responsible digital behavior. The framework is specifically tailored to the unique challenges and opportunities of the Indonesian educational context, aligning with national policies such as the Merdeka curriculum, while providing strategies to address issues of digital access and teacher professional development. The findings indicate that such an integrated, technology-driven approach can significantly enhance learning outcomes and prepare students to become informed, responsible, and effective global citizens.
Integrated TPACK–CRT learning design for elementary schools: Empirical study and conceptual framework development Rachman, Kufita; Haryadi, Haryadi; Santoso, Bernadus Wahyudi Joko
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 2 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i2.35379

Abstract

21st-century learning demands integration between technology, pedagogy, content, and cultural context to make the learning process more meaningful, reflective, and inclusive. This research aims to analyze the needs of elementary school students and the readiness of teachers in implementing TPACK-CRT-based learning and to develop a conceptual design for TPACK-CRT learning as an integrative framework. The research employs a mixed-methods approach, combining quantitative and qualitative elements, involving 40 elementary school students and 3 teachers. Data was collected through questionnaires and the synthesis of TPACK and CRT theories, which were then analyzed using descriptive analysis and conceptual framework building. The results indicate that both student needs and teacher readiness fall into the high category; however, there are differences in orientation: students demand more contextual use of technology, while teachers demonstrate higher readiness in pedagogical and affective aspects. Based on the synthesis results, a conceptual design for TPACK-CRT learning was developed, comprising four main phases: contextual orientation, meaningful technology integration, cultural interaction and collaboration, and humanistic reflection and relevance. This research contributes to strengthening the theoretical framework of TPACK-CRT integration and provides practical guidance.

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